L2 Teachers’ Emotions: A Sociopolitical and Ideological Perspective

Costa, Peter I. De; Rawal, Hima; Li, Wendy

doi:10.1007/978-3-319-75438-3_6

Cited by 44 publications

(25 citation statements)

References 25 publications

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“…A teacher with a high score of self-control puts the understanding of emotions and their consequences first before acting (De Costa et al, 2018). Based on the results of this study it has been revealed that the sample's teachers can be distinguished as having low self-control, hence their self-control score is evaluated below average.…”

Section: Discussionmentioning

confidence: 85%

Trait Emotional Intelligence of Teachers Working in Special Education Schools

Garbenis¹,

akademija²

2021

Human, Technologies and Quality of Education, 2021

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Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.

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Section: Discussionmentioning

confidence: 85%

Trait Emotional Intelligence of Teachers Working in Special Education Schools

Garbenis¹,

akademija²

2021

Human, Technologies and Quality of Education, 2021

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“…Moreover, the emotionality dimension enables them to express their feelings well and build a good rapport with others, which could help them to be good language learners (Dewaele, 2019 ). Finally, learners with high self-control can regulate their own emotions, resist impulsive reactions, and manage stressful conditions (Chan, 2006 ; Brackett et al, 2010 ; de Costa et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception

2021

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The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and its subdomains during English as a foreign language (EFL) learning in a longitudinal study. A sample of 309 EFL learners (217 females, 92 males) was used to assess the trajectories of the global factor of TEI and the parallel development of the TEI subdomains over 1 year in the context of the EFL classroom using parallel process modeling (PPM) and factor of curve modeling (FCM). Additionally, emotion perception (EP) was used as a distal outcome to investigate how growth parameters, including intercept and slope factors in a TEI-FCM, influence the distal outcome of EP. The results revealed that there was sufficient inter-individual variation and intra-individual trends within each subdomain and a significant increase over time across the four subdomains. Additionally, concerning the covariances within and among the subdomains of TEI, the PPM results revealed moderate to high associations between the intercept and slope growth factors within and between these subdomains. Finally, regarding the direct association of the global growth factors (intercept and slope) of TEI on EP, the results indicated that the intercept and slope of global TEI were associated with EP (γ0 = 1.127, p < 0.001; γ1 = 0.321, p < 0.001). Specifically, the intercepts and slopes of emotionality and sociability turned out to be significantly linked to EP (γ03 = 1.311, p < 0.001; γ13 = 0.684, p < 0.001; γ04 = 0.497, p < 0.001; γ14 = 0.127, p < 0.001). These results suggest the dynamicity of TEI during learning a foreign language are discussed in this study in light of the potential variables associated with TEI and its related literature.

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“…By being able to control their own emotions and resisting impulsive reactions, they can function in occasionally noisy stressful situations and they limit the risk of buckling in the long-term from burn-out (cf. Brackett, et al, 2010;Chan, 2006;De Costa et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…There is also undoubtedly a need for more research on teacher emotions (cf. Benesch, 2012), using a variety of perspectives including socio-political and socio-cultural approaches (de Dios Martinez Agudo, 2018;De Costa, Rawal & Li, 2018) and a wide range of methods (cf. Cuéllar & Oxford, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

Dewaele

2018

Chinese Journal of Applied Linguistics

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This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

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L2 Teachers’ Emotions: A Sociopolitical and Ideological Perspective

Cited by 44 publications

References 25 publications

Trait Emotional Intelligence of Teachers Working in Special Education Schools

Trait Emotional Intelligence of Teachers Working in Special Education Schools

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception

The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

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